Towards Game-Based Assessment of Creative Thinking

Rafner, Janet; Wang, Qian Janice; Gadjacz, Miroslav; Badts, Thomas; Baker, Brendan S.; Bergenholtz, Carsten; Biskjær, Michael Mose; Bui, Tuyen; Carugati, Andrea; Cibeins, Matthieu de; Noy, Lior; Rahimi, Seyedahmad; Tylén, Kristian; Zana, Blanka; Beaty, Roger E.; Sherson, Jacob

doi:10.1080/10400419.2023.2198845

Cited by 3 publications

(2 citation statements)

References 60 publications

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“…Provocatively, one may conclude that research on DT is essentially research on the AUT. Hence, future research should consider examining and including other DT tasks (e.g., DT tasks with more realistic contexts; Perchtold-Stefan et al, 2021;Rafner et al, 2023;Reiter-Palmon et al, 2009) towards a higher construct coverage of DT assessments. In terms of DT task instructions, the majority of instructions emphasized fluency and/or originality/creativity of ideas, often combining both (e.g., "Find as many and as creative ideas as possible"), whereas the variety of responses (i.e., flexibility) is only infrequently considered.…”

Section: Prevalence and Trends In Dt Administrationmentioning

confidence: 99%

A Systematic Quantitative Review of Divergent Thinking Assessments

Saretzki,

Forthmann,

Benedek

2023

Preprint

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Divergent thinking (DT) tasks are among the most established approaches to assess creative potential. Although DT assessments are widely used, there exist many variants on how DT tasks can be administered and scored. We present findings from a preregistered, systematic review of DT assessment methods aiming to determine the prevalence of various DT assessment conditions as well as to identify recent trends in the field. We searched two electronic databases for studies that have investigated creativity with DT. We then screened a total of 2066 publications published between 1957 and 2022 and identified 451 eligible studies within 396 articles. The employed data coding system discerned more than 110 conditions and options that establish the specific administration and scoring of DT tasks. Amongst others, we found that the Alternate Uses Task is the most used DT task, task time is commonly set between two and three minutes, and responses are often scored by human raters. While traditional task instructions emphasized idea fluency, more recent studies often encourage creativity and originality. Trends in scoring include the assessment of response quality (i.e., originality/creativity) and response aggregation methods that account for the confounding effect of fluency (e.g., average or subset scoring such as top- and max-scoring) and generally an increasing instruction-scoring-fit. Overall, numerous studies lacked information regarding the precise procedures for both administration and scoring. In sum, the review identifies established practices and trends but also highlights substantial heterogeneity and underreporting in DT assessments that poses a risk to reproducibility in creativity research.

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Section: Prevalence and Trends In Dt Administrationmentioning

confidence: 99%

A Systematic Quantitative Review of Divergent Thinking Assessments

Saretzki,

Forthmann,

Benedek

2023

Preprint

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“…Advances in technology, computer sciences, and creativity research have led to success in automatic scoring approaches in domain-general creativity assessments. These automated scoring approaches of creativity assessments are related to verbal creative thinking (Acar et al, 2024; Beaty & Johnson, 2021; Beaty et al, 2022, 2021; Patterson, Merseal, et al, 2023), figural creative thinking (Barbot, 2018; Patterson, Barbot, et al, 2023; Rafner, Wang, et al, 2023), and some in domain-specific creativity assessments (Marrone et al, 2023). While our examination of automated creativity assessment is not exhaustive, we delve into some of the endeavors within this research area in this section.…”

Section: Introductionmentioning

confidence: 99%

An automated, unobtrusive, formative assessment of creativity in a computer science and music remixing learning environment.

Rahimi,

Smith,

Truesdell

et al. 2024

Psychology of Aesthetics, Creativity, and the Arts

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The Art of Creative Inquiry—From Question Asking to Prompt Engineering

Sasson Lazovsky,

Raz,

Kenett

2024

Journal of Creative Behavior

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As artificial intelligence and natural language processing methods rapidly develop, communication plays a pivotal role in every‐day interactions. In this theoretical paper, we explore the overlap and commonalities between question‐asking and prompt engineering. While seemingly distinct, these processes share a common foundation in essential skills like creativity, critical thinking, and cognitive flexibility. We contend that prompt engineering, the art of crafting cues for language models, and question‐asking, the skill of formulating inquiries, form a symbiotic relationship. Delving into question complexity through Bloom's taxonomy and diverse types of questions, we propose strategies for not only efficient but also engaging prompt design. Our theoretical contribution emphasizes the dynamic role of creativity in both processes, offering intriguing perspectives on human–machine interactions and advancing our understanding of language models and communication skills.

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Towards Game-Based Assessment of Creative Thinking

Cited by 3 publications

References 60 publications

A Systematic Quantitative Review of Divergent Thinking Assessments

A Systematic Quantitative Review of Divergent Thinking Assessments

An automated, unobtrusive, formative assessment of creativity in a computer science and music remixing learning environment.

The Art of Creative Inquiry—From Question Asking to Prompt Engineering

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